160 EAAE no 35 Teaching and Experimenting with Architectural Design: Advances in Technology and Changes in Pedagogy
Like the second exercise, the introductory phase provides students with extensive
information about the context, site, programme and social life, in combination with a
visit to the real site. Topics of research are defined and extensive information about
timing, expected results, models and presentations is given to them. A new element
is given by introducing the methodology of urban analysis.
In the research phase, students focus completely on urban analysis and proposals
for reconstruction of the declined urban fragments with regards to the designated
site. All the proposals, elaborated in small groups, are presented to all participants in
the design studio to be critically evaluated. Afterwards, the teachers select, correct
and complete a few proposals which will serve as ‘models’ of possible restructuring
from which students can choose from and constitute in this way the design condi-
tions for the individual projects. These projects are presented to a large jury with
external members. The exercise is considered to be the synthesis of all competences
the student is required to possess at this very moment in the curriculum.
This extended jury, combined with the presentation of the “PROJECT/TRAJECT”,
is the final evaluation of the student.
context proposal urban development students' project
Project/traject
Every student will present a personal portfolio for final evaluation. In this document,
the student’s trajectory throughout the second year design studio is presented. It is
on the basis of this document that the student work will be judged. Of each project,
all required graphical documents, such as plans, sections, perspective drawings,...
must be included as well as an extensive documentation of all study and presenta-
tion models. Apart from this typical information about a design, an extensive and
personal documentation about the design process, study trips, integrated activities,
research, feedback-moments... must also be included.
This portfolio, covering as well projects as trajectories must allow the jury to
make a well- considered judgement concerning the extent to which a student has
met the educational goals. A fundamental part of the assessment is the attitude of
the student as a critical –spatial designer. As such contextual tactics, the sense of
reality, the ability to specify and materialise abstract ideas, the expression of cultural
notions and socio-cultural reflection, the relevance and coherence of verbal and visual
communication are the essential elements. They must be brought together with an